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Development of Indicators of Student’s Self-regulation : An Application of the Second-order Confirmatory Factor Analysis Model

Chaiwichit Chianchana, Sittipong Wattananonsakul, Praweena Aieamyeesoon


The purpose of this study was to develop the indicators of student’s self–regulation. There were two sub-objectives as follows: 1. To develop the single indicators of student’s self-regulation by the exploratory factor analysis (EFA), and 2. To examine the construct validation of student’s self-regulation model by the confirmatory factor analysis (CFA). The samples were 293 Angthong College of Dramatic Arts students from under the jurisdiction of the Bunditpatanasilpa Institute, the Fine Arts department, the Ministry of Culture. The instrument for data collection was a self-regulation scale for students. The data were analyzed by the LISREL program. The findings were as follows: 1. The indicators of self-regulation consisted of three factors: 1.1 The indicators of self-observation (the preparation of regulative education equipments, time allocation for exercising and homework, the practicing for school regulation, the careful task checking, and the punctuality) 1.2 The indicators of the judgment process (problem-solving for learning, the decisive judgment, and the reasonable judgment), and 1.3 The indicators of self-reaction (the self-rewarding, the reflection of self-practicing, and the improvement of failing work). 2. The self-regulation model was fit with the empirical data indicated by Chi-square=52.20 (df=38, p=.062), GFI=.97, AGFI=.95, RMR=.039, and RMSEA=.035.


Self-regulation; Indicator; Second-order confirmatory factor analysis

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